Intersectional relationships between coping with virtual learning spaces, dyslexia and English as a second language during the COVID-19 pandemic:

A case study on six female London based higher education learners of West African heritage

Authors

  • Onyenachi Ada Ajoku Diversely Strategised
  • Paul Euripides Demetriou New City College

Keywords:

intersectionality, COVID-19, dyslexia, online learning, marginalisation

Abstract

This paper addresses the gap in intersectionality discourse by exploring how the move towards online learning during the COVID-19 lockdown in the UK served as an agent of discord resulting in disparities in technology accessibility and support provision. Six West African working-class mothers with a diagnosis of dyslexia in higher education, living in London were recruited for the study using the convenience sampling method. Due to the COVID-19 crisis and restrictions with face-to-face contact, all semi-structured interviews were conducted remotely. The four themes identified, highlighted findings around online learning spaces, dyslexia support, ableist constructions, motherhood and home schooling.

Author Biographies

Onyenachi Ada Ajoku , Diversely Strategised

Founding Director

Diversely Strategised

Paul Euripides Demetriou , New City College

School of Education

Lecturer

 

References

Banks, M. and Woolfson, L., (2008). RESEARCH SECTION: Why do students think they fail? The relationship between attributions and academic self‐perceptions. British Journal of Special Education, 35(1), pp.49-56.

Bowleg, L. (2008) When Black + Lesbian + Woman ≠ Black Lesbian Woman: The Methodological Challenges of Qualitative and Quantitative Intersectionality Research Sex roles 59: 312.

Carmichael, M., Reid, A. and Karpicke, J.D., (2018). Assessing the impact of educational video on student engagement, critical thinking and learning.

Connell, B.R., Jones, M., Mace, R., Mueller, J., Mullick, A., Ostroff, E., Sanford, J., Steinfeld, E.D., Story, M. and Vanderheiden, G., (1997). The principles of universal design. Blackwell Publishing Ltd

Carroll, J.M. and Iles, J.E., (2006). An assessment of anxiety levels in dyslexic students in higher education. British Journal of Educational Psychology, 76(3), pp.651-662.

Cidrim, L. and Madeiro, F., (2017). Information and Communication Technology (ICT) applied to dyslexia: literature review. Revista CEFAC, 19(1), pp.99-108.

Cosenza, J., (2010). SLOW: Crip theory, dyslexia and the borderlands of disability and ablebodiedness. Liminalities: A Journal of Performance Studies, 6(2), p.1.

Fullan, M., Quinn, J., Drummy, M. and Gardner, M., (2020). Education reimagined: The future of learning—A collaborative position paper between New Pedagogies for Deep Learning and Microsoft Education.

Habib, L., Berget, G., Sandnes, F.E., Sanderson, N., Kahn, P., Fagernes, S. and Olcay, A., (2012). Dyslexic students in higher education and virtual learning environments: an exploratory study. Journal of Computer Assisted Learning, 28(6), pp.574-584.

Hankivsky, O., Grace, D., Hunting, G., Giesbrecht, M., Fridkin, A., Rudrum, S., Ferlatte, O. and Clark, N., (2014). An intersectionality-based policy analysis framework: critical reflections on a methodology for advancing equity. International Journal for Equity in Health, 13(1), p.119.

Larwin, K.H., (2005). The impact of computer-assisted instruction on student achievement in post-secondary statistics education: A meta-analysis. Unpublished Master’s Thesis, Kent State University.

Larwin, K.H., Erickson, M.J. and Given, E.K., (2016). The potential impact of online/distance education for K-12 special education students: A meta-analytic investigation. International Journal of Elementary Education, 5(1), pp.8-16.

Leppel, K., (2002). Similarities and differences in the college persistence of men and women. The Review of Higher Education, 25(4), pp.433-450.

Lyonette, C., Atfield, G., Behle, H. and Gambin, L., (2015). Tracking student mothers’ higher education participation and early career outcomes over time: initial choices and aspirations, HE experiences and career destinations. Institute for Employment Research, University of Warwick.

Madriaga, M., (2007). Enduring disablism: Students with dyslexia and their pathways into UK higher education and beyond. Disability & Society, 22(4), pp.399-412.

McGivney, V., (1999). Informal Learning in the Community: A Trigger for Change and Development.

Miles, A.L., Nishida, A. and Forber-Pratt, A.J., (2017). An open letter to White disability studies and ableist institutions of higher education. Disability Studies Quarterly, 37(3).

Nichols, S. and Stahl, G., (2019). Intersectionality in higher education research: a systematic literature review. Higher Education Research & Development, 38(6), pp.1255-1268.

Peters, O. (1993). Learning and teaching in distance education: Pedagogical Analyses and Interpretations in an International Perspective. Psychology Press.

Pino, M. and Mortari, L., (2014). The inclusion of students with dyslexia in higher education: A systematic review using narrative synthesis. Dyslexia, 20(4), pp.346-369.

Price, G.A., (2006). Creative solutions to making the technology work: three case studies of dyslexic writers in higher education. ALT-J, 14(1), pp.21-38.

Price, G.A. and Gale, A., (2006). How do dyslexic nursing students cope with clinical practice placements? The impact of the dyslexic profile on the clinical practice of dyslexic nursing students: Pedagogical issues and considerations. Learning Disabilities: A Contemporary Journal, 4(1), pp.19-36.

Quinn, J.M. and Wagner, R.K., (2015). Gender differences in reading impairment and in the identification of impaired readers: Results from a large-scale study of at-risk readers. Journal of learning disabilities, 48(4), pp.433-445.

Ricco, R., Sabet, S. and Clough, C., 2009. College mothers in the dual roles of student and parent: Implications for their children's attitudes toward school. Merrill-Palmer Quarterly pp.79-110.

Riddell, S. and Weedon, E., (2006). What counts as a reasonable adjustment? Dyslexic students and the concept of fair assessment. International Studies in Sociology of Education, 16(1), pp.57-73.

Riddick B. (2010). Living with dyslexia: The social and emotional consequences of specific learning difficulties/disabilities., 2nd edition. Routledge, London.

Romero, M., (2017). Introducing intersectionality. John Wiley & Sons.

Schuetze, H.G. and Slowey, M., (2002). Participation and exclusion: A comparative analysis of non-traditional students and lifelong learners in higher education. Higher Education, 44(3-4), pp.309-327.

Smith, G.G., Ferguson, D. and Caris, M., (2002). Teaching on-line versus face-to-face. Journal of Educational Technology Systems, 30(4), pp.337-364.

Smith, S. (2019) Student mothers in community college: a populous and overlooked demographic in critical need of support and understanding. Northern Kentucky University Press.

Sweet, S. and Moen, P., (2007). Integrating educational careers in work and family: Women's return to school and family life quality. Community, Work and Family, 10(2), pp.231-250.

Tai, J.H., Canny, B.J., Haines, T.P. and Molloy, E.K., (2017). Identifying opportunities for peer learning: an observational study of medical students on clinical placements. Teaching and learning in medicine, 29(1), pp.13-24.

Tefera, A.A., Powers, J.M. and Fischman, G.E., (2018). Intersectionality in education: A conceptual aspiration and research imperative.

Woodfine, B.P., Nunes, M.B. and Wright, D.J., (2008). Text-based synchronous e-learning and dyslexia: Not necessarily the perfect match! Computers & Education, 50(3), pp.703-717.

Downloads

Published

21.08.2022

How to Cite

Ajoku , O. A. and Demetriou , P. E. . (2022) “Intersectional relationships between coping with virtual learning spaces, dyslexia and English as a second language during the COVID-19 pandemic:: A case study on six female London based higher education learners of West African heritage”, Indian Journal of Critical Disability Studies. Delhi, India, 2(1), pp. 40–56. vailable at: https://jcdsi.org/index.php/injcds/article/view/68 (ccessed: 28 November 2022).